Report page 72

Fig 10.2 Periodic reports from teachers who have direct contact with the student: 65 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Periodic reports on progress from . . . | Teachers who have direct contact with the student | 65

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 Periodic reports from staff designated to speak with the student regularly: 65 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Periodic reports on progress from . . . | Staff designated to speak with the student regularly as part of the plan | 65

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 Periodic reports from other school staff: 59 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Periodic reports on progress from . . . | Other school staff^a | 59

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 Periodic reports from outside providers: 32 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Periodic reports on progress from . . . | Outside providers^b | 32

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 Revisiting cases when specific events occur: 39 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Revisiting cases during regular BTAM meetings . . . | When specific events occur^c | 39

• Monitoring
• Team Meetings

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 Revisiting cases at regular time intervals: 38 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Revisiting cases during regular BTAM meetings . . . | At regular time intervals | 38

• Monitoring
• Team Meetings

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 Manually analyze data and track progress: 31 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Manually analyze data and track progress^d | 31

• Data And Records
• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 Specific information/case management system: 15 percent

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Specific information/case management system | 15

• Case Management Systems

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 survey question on how team monitors progress against a plan (n = 984)

This figure depicts response data from the following survey question: “How does your school or district BTAM team monitor progress against a student intervention/safety plan?” (n = 984).

• Monitoring
• Survey Methodology

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 includes only schools whose teams actively monitor some or all students

Includes only those who said their school has a school- or district-level BTAM team and that their team engages in active monitoring of some or all students’ progress.

• Methodology
• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 response options have been truncated for readability

Response options have been truncated for readability.

• Methodology

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 note a: other school staff, for example counselors

For example, counselors.

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 note b: outside providers, for example reports on treatment delivery

For example, reports on treatment delivery.

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 note c: specific events, for example a student returning after an absence

For example, when a student returns to school after an absence.

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.2 note d: manual analysis, for example behavioral graphs

For example, use of behavioral graphs to visualize improvements in student behavior.

• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

There is variability in how schools approach monitoring and follow-up

In sum, there is variability in how schools approach monitoring and follow-up as part of their BTAM programs.

• Monitoring
• Variability Of Approaches

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Nearly all schools monitor after an intervention, but BTAM team involvement differs significantly

While nearly all schools engage in some form of monitoring after implementing an intervention or safety plan, the level of involvement by BTAM teams differs significantly from school to school.

• Monitoring
• Monitoring Responsibility

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Most schools rely on BTAM teams to monitor, but almost 25 percent delegate to other school staff

Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Most schools rely on their BTAM teams to actively manage and monitor student progress, but almost 25 percent delegate this responsibility to other school staff, particularly in cases involving district-level teams or smaller BTAM teams.

• District Level Team
• Monitoring Responsibility

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Most schools incorporate measurable goals; fewer use formal tracking systems

Additionally, while most schools incorporate measurable goals into their intervention plans, fewer use formal systems to track progress, relying instead on periodic updates and reports from school personnel.

• Case Management Systems
• Measurable Goals

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Findings suggest most schools track progress but methods and intensity vary widely

These findings suggest that while most schools are taking steps to track progress after interventions are implemented, the methods and intensity of monitoring vary widely.

• Monitoring
• Variability Of Approaches

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Structured goals, case reviews and tracking systems may be better positioned to adjust early

Schools using structured goals, routine case reviews, and formal tracking systems may be better positioned to adjust interventions early and improve long-term outcomes.

• Measurable Goals
• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Broader adoption of consistent monitoring strategies may support greater effectiveness

As BTAM practices mature, broader adoption of consistent monitoring strategies may support greater effectiveness.

• Implications Recommendations
• Monitoring

cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?